Educational Leadership Program Goals and Dispositions
The MS Educational Leadership degree program serves educators or other professionals who want to assume formal or informal leadership roles in their organizations. Our purpose is to prepare educators or other education-related professionals to assume leadership roles in their organizations. We focus primarily on the four outer components of our COEHS model -- Change Agent, Reflective Professional, Lifelong Learner, and Skillful Practitioner -- which are more fully articulated in our four overall program goals and six dispositions:
Goals -- Through our program, we seek to develop the individual's capacity to:
1. envision and guide organizational change;
2. communicate effectively, engage constituents, develop people and build community;
3. advocate and promote equity for diverse populations, and respect for individuals; and
4. integrate theory, data, research and ethical standards into the context of one's practice through continual learning. Dispositions -- Throughout our program, we actively encourage individuals in developing the capacity to:
1. value change as the source of opportunity for improvement;
2. display the ability to understand people and relations and be receptive to the ideas of others;
3. show a willingness to implement non-discriminatory access, accommodations and assessments;
4. demonstrate empathic understanding of diversity in all domains;
5. regularly reflect upon the philosophical assumptions, ethical principles, and rationale that guides one's practice; and
6. understand oneself as a learner, and value learning as a core capacity. The primary focus of this course is on Program Goals 1, 3, and 4 as well as Change Agent and Skillful Practitioner from the COEHS conceptual model. You are also demonstrating you are a Lifelong Learner and Reflective Professional by exploring current challenges and opportunities in your workplace and proposing solutions. Save materials from this class to demonstrate your excellence in these areas.
Wisconsin Educator Standards
Course objectives and outcomes support, at least in part, the following Wisconsin Educator Standards:
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
3. Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
7. Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8. Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
9. Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
10. Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. Administrators -- http://dpi.wi.gov/tepdl/standadm.html
1. The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.
2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff
1. envision and guide organizational change;
2. communicate effectively, engage constituents, develop people and build community;
3. advocate and promote equity for diverse populations, and respect for individuals; and
4. integrate theory, data, research and ethical standards into the context of one's practice through continual learning.
Dispositions -- Throughout our program, we actively encourage individuals in developing the capacity to:
1. value change as the source of opportunity for improvement;
2. display the ability to understand people and relations and be receptive to the ideas of others;
3. show a willingness to implement non-discriminatory access, accommodations and assessments;
4. demonstrate empathic understanding of diversity in all domains;
5. regularly reflect upon the philosophical assumptions, ethical principles, and rationale that guides one's practice; and
6. understand oneself as a learner, and value learning as a core capacity.
The primary focus of this course is on Program Goals 1, 3, and 4 as well as Change Agent and Skillful Practitioner from the COEHS conceptual model. You are also demonstrating you are a Lifelong Learner and Reflective Professional by exploring current challenges and opportunities in your workplace and proposing solutions. Save materials from this class to demonstrate your excellence in these areas.
Course objectives and outcomes support, at least in part, the following Wisconsin Educator Standards:
1. Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
3. Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
7. Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8. Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
9. Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
10. Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
Administrators -- http://dpi.wi.gov/tepdl/standadm.html
1. The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.
2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff